Creativity-related elements of cognition and emotions influenced by videogames
Bibliographic Data
| ID | 21452925 |
|---|---|
| Authors | Chloe Shu‐Hua Yeh (0000-0002-8717-0568, Bath Spa University), Neil Harrison (0000-0002-6554-4856, Liverpool Hope University), Thomas Howard Morris (0000-0002-0100-6434, Bath Spa University, corresponding author) |
| Year | 2026 |
| Volume | 45 |
| Issue | 4 |
| Pages | 610-628 |
| Publication date | 2026-02-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Behaviour and Information Technology (JOURNAL) |
| Journal identifiers | ISSN: 0144-929X • E-ISSN: 1362-3001 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0144929x.2025.2525303 |
| OpenAlex | W4411929863 |
| Language | EN |
| References cited | 81 |
To date, the impact of various types of videogame stimuli on creativity-related elements of cognition and emotions is unknown. The current research investigated the effects of action and non-action visual videogame stimuli on cognitive load, attentional breadth, and emotional processes. To measure cognitive load, participants responded to a red fixation cross during videogame presentation (RT task). Following the stimuli, the effects on attentional breadth were measured using the Navon letter task and emotional responses were obtained using a self-report scale. Results from the simple RT task showed that viewing the action videogame stimuli were associated with greater cognitive load compared to the no game condition. The Navon task revealed that attentional breadth was similar in the action game and the no-game condition, but that attentional breadth was narrowed in the non-action game condition. The emotional responses after viewing action videogame stimuli were less pleasant than viewing non-action videogame visual stimuli but more arousing than a no game control condition. These findings show that visual stimuli used in action and non-action videogames differentially affect creativity-related elements of cognition and emotions
Cognition · Cognitive psychology · Cognitive science · Creativity · Creativity in Education and Neuroscience · Educational Games and Gamification · Neuroscience · Psychology · Social Psychology · Visual and Cognitive Learning Processes
Working Memory
Controlled and automatic human information processing
The Good, The Bad and the Ugly
Attending to the Big Picture
Forest before trees
The associative basis of the creative process.
The effects of video game playing on attention, memory, and executive control
Direct Measurement of Cognitive Load in Multimedia Learning
The roles of associative and executive processes in creative cognition
A neuropsychological theory of positive affect and its influence on cognition.
Cognitive Load Theory and the Format of Instruction
Learning, Attentional Control, and Action Video Games
How Global Versus Local Perception Fits Regulatory Focus
The motivational dimensional model of affect
Approach-Motivated Positive Affect Reduces Breadth of Attention
A Reconsideration of Cognitive Load Theory
Measuring emotion
Cognitive Load During Problem Solving
Is Curiosity Killed by the CAT? A Divergent, Open-Ended, and Generative (DOG) Approach to Creativity Assessment
The Effect of Violent and Nonviolent Video Games on Heart Rate Variability, Sleep, and Emotions in Adolescents With Different Violent Gaming Habits
The task-attention theory of game learning
Implicit affective cues and attentional tuning
A NEW Approach to Defining and Measuring Creativity
Creativity through self-directed learning
Positive affect facilitates creative problem solving
A circumplex model of affect
Positive emotions broaden the scope of attention and thought-action repertoires
What (and Why) is Positive Psychology
The benefits of playing video games
| Highly cited | No |
|---|